A view of Singleton Campus including Singleton Park and the beach, with the sea stretching into the horizon

Miss Libby Chancer

Subject Senior Lecturer (Mathematics) in Initial Teacher Education, Education and Childhood Studies

+44 (0) 1792 606399

l.j.chancer@swansea.ac.uk

Office - 248
Second Floor
Keir Hardie Building
Singleton Campus

Available For Postgraduate Supervision

About

Libby Chancer is the mathematics subject lecturer in initial teacher education. Her background is in secondary mathematics education and initial and continuing teacher education. Libby worked as a secondary school mathematics teacher for a number of years before becoming a university lecturer.

Whilst secondary education is her primary expertise, she also has experience of lecturing on BA Education Studies and Primary PGCE.

Her main research interests lie in the principles and pedagogies relating to mathematics education. Her doctoral thesis focuses on developing pupils’ ability to think abstractly and how this supports problem solving within Mathematics. She also has experience in supervising MA students and teaching on MA programmes.

Libby is currently the assessment officer for initial teacher education and has a keen interested in how ITE providers use data to track and support student progress throughout their programmes.

Areas Of Expertise

Mathematics Education
Problem Solving
Abstract thinking
Variation Theory
Initial and Continuing Teacher Education

Publications

Research Highlights

Lewis, H., Chancer, L., Jones, J., Cooksley, P., Parry, A., & Hennessey, R. (n.d.) Algebra for all? Exploring professional development in mathematics teaching during Covid-19. In International Professional Development Association Annual Conference
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa57879

All Research

Conference Contributions

Lewis, H., Chancer, L., Jones, J., Cooksley, P., Parry, A., & Hennessey, R. (n.d.) Algebra for all? Exploring professional development in mathematics teaching during Covid-19. In International Professional Development Association Annual Conference
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa57879

Taught Modules

EDPM30B Research Informed Reflective Practice for Mathematics

This module develops student teachers as Research-informed reflective practitioners through a range of learning experiences designed to enhance the critical awareness that new entrants to the teaching profession will need to refine their teaching, influence their pupils and ensure they advance in their learning (Welsh Government circular, 001/2018). Student teachers will develop an understanding of, and ability to employ, effective strategies for teaching and learning in their subject area and Area of Learning Experience (AoLE). Taught sessions will focus on the application of subject knowledge to support an understanding of pedagogy and curriculum design to promote the four purposes of Education as outlined in the new curriculum (Donaldson, 2015). Student teachers will address issues relevant to the wider context of the Welsh Government policy on the curriculum and the National Frameworks for Literacy, Numeracy and Digital Competence. The programme will ensure that students gain an understanding of current legislation, including an understanding of the Curriculum Cymreig and Welsh language requirements. They will also develop and consolidate teaching strategies to ensure they are appropriate to their subject area/AloE with a strong focus on lesson and unit planning, taking into account those issues which impact on planning for effective teaching and learning in their subject. Student teachers will develop an awareness and understanding of research skills and research literacy that will help them throughout their professional career and continuously develop their approaches to learning and teaching in order to maximise the impact on learner outcomes. Student teachers will examine research literature and explore their own practice through the implementation of a close to practice research project to systematically develop their professional practice and respond creatively to the needs of all pupils. In doing so they will develop their reflective skills which will ensure that they are engaged with up to date evidence and the skills of research inquiry.
EDPM30BW Ymarfer Myfyriol wedi ei lywio gan Ymchwil: Mathemateg

Mae¿r modiwl hwn yn datblygu athrawon dan hyfforddiant fel ymarferwyr myfyriol wedi eu llywio gan ymchwil trwy ystod o brofiadau dysgu sydd wedi¿u cynllunio i wella¿r ymwybyddiaeth feirniadol y bydd newydd-ddyfodiaid i¿r proffesiwn addysgu eu hangen i fireinio eu haddysgu, dylanwadu ar eu dysgwyr a hybu dysgu (cylchlythyr Llywodraeth Cymru, 001/2018). Bydd athrawon dan hyfforddiant yn datblygu¿r ddealltwriaeth a¿r gallu i ddefnyddio strategaethau effeithiol ar gyfer addysgu a dysgu yn eu maes pwnc a Maes Dysgu a Phrofiad (MDaPh). Bydd sesiynau a addysgir yn canolbwyntio ar gymhwyso gwybodaeth bynciol i gefnogi dealltwriaeth o addysgeg a chynllunio cwricwlwm i hyrwyddo pedwar diben Addysg fel yr amlinellir yn y cwricwlwm newydd (Donaldson, 2015). Bydd athrawon dan hyfforddiant yn mynd i¿r afael â materion sy¿n berthnasol i gyd-destun ehangach polisi Llywodraeth Cymru ar y cwricwlwm a¿r Fframweithiau Cenedlaethol ar gyfer Llythrennedd, Rhifedd a Chymhwysedd Digidol. Bydd y rhaglen yn sicrhau bod myfyrwyr yn dod i ddeall y ddeddfwriaeth gyfredol, gan gynnwys dealltwriaeth o'r Cwricwlwm Cymreig a gofynion y Gymraeg. Byddant hefyd yn datblygu ac yn cyfnerthu strategaethau addysgu i sicrhau eu bod yn briodol i'w maes pwnc/MDaPh gyda ffocws cryf ar gynllunio gwersi ac unedau, gan ystyried y materion hynny sy'n effeithio ar gynllunio ar gyfer addysgu a dysgu effeithiol yn eu pwnc. Bydd athrawon dan hyfforddiant yn datblygu ymwybyddiaeth a dealltwriaeth o sgiliau ymchwil a llythrennedd ymchwil a fydd yn eu helpu trwy gydol eu gyrfa broffesiynol gan ddatblygu eu dulliau dysgu ac addysgu yn barhaus er mwyn mwyhau¿r effaith ar ddeilliannau dysgwyr. Bydd athrawon dan hyfforddiant yn archwilio llenyddiaeth ymchwil ac yn archwilio eu harfer eu hunain trwy weithredu prosiect ymchwil agos-at-ymarfer i ddatblygu eu harfer proffesiynol yn systematig ac ymateb yn greadigol i anghenion pob disgybl. Wrth wneud hynny, byddant yn datblygu eu sgiliau myfyrio a fydd yn sicrhau eu bod wedi ymgysylltu â¿r dystiolaeth ddiweddaraf a¿r sgiliau ar gyfer ymholiad ymchwil.
EDQ300 Study Group: Education (Year 3)

2 hour weekly Study Group for Education students (Year 3)

Key Grants and Projects

ERASMUS All Age Schools 2020
ERW regional consortia Let’s Think Project 2020
CSC regional consortia Algebra Project 2019

Career History

Mathematics Lecturer in Initial Teacher Education, University of Wales, Trinity Saint David

2014 - 2019
Secondary Mathematics Teacher , Olchfa Comprehensive School

2011 - 2014

Miss Libby Chancer

Telephone number

Email address

About

Areas Of Expertise

Publications

Research Highlights

All Research

Conference Contributions

Taught Modules

EDPM30B Research Informed Reflective Practice for Mathematics

EDPM30BW Ymarfer Myfyriol wedi ei lywio gan Ymchwil: Mathemateg

EDQ300 Study Group: Education (Year 3)

Key Grants and Projects

ERASMUS All Age Schools 2020

ERW regional consortia Let’s Think Project 2020

CSC regional consortia Algebra Project 2019

Career History

Mathematics Lecturer in Initial Teacher Education, University of Wales, Trinity Saint David

Secondary Mathematics Teacher , Olchfa Comprehensive School